A Study On The English Teaching Mode Of Learner Autonomy In High Schools

With the teaching of language being more and more communication-oriented, the traditional classroom teaching is facing a big challenge and is being replaced by the "learner-centered" one. This means that learners will accept more responsibility for their learning. That is to say, learner autonomy has to be enhanced to meet the need of the new teaching mode.Learner Autonomy refers to the ability to take charge of one's learning, which requires the high school students to know the teaching aims, to plan the learning objectives, to use learning strategies, to monitor the usage of strategies, to use the knowledge freely, and to evaluate the process of English learning.Based on the survey to autonomous learning in high schools, the writer of the paper has been carrying on a teaching experiment.The study has adopted sampling of experimental and control groups in Senior One. In the experimental class, the Teaching Mode including Guiding Autonomous Learning and Autonomous Learning in class and Signing Learner Contract with the learners after class is used to develop Learner Autonomy and improve learners' learning achievement. Five-process Teaching is combined with the different processes in the class and after class, aiming at exploring the best teaching mode to develop the Learner Autonomy among the high school students and find out the correlation between the autonomous learning and the English achievement.Data collection is conducted mainly through questionnaires, pre-while-and post-examination paper, individual interviews and observation after one term. The results, which are analyzed in the quantitative and qualitative methods, show that the teaching mode can not only develop the learner autonomy, but also improve their English achievement.The paper introduces in detail the whole process and the results.